rider university school psychology program handbook class of … · 2015-04-26 · school...
TRANSCRIPT
1
Rider UniversityRider University School Psychology Program HandbookSchool Psychology Program Handbook
Class of 201Class of 201 55
Rev. 1-17-13
2
Table of Contents Page Numbers School of Education Conceptual Framework 3-4 School Psychology Program Philosophy & Goals 4-5 School Psychology Program Objectives 5 Admissions Procedures 5-6, Appendix C Diversity 6 Graduate Association for School Psychology 6 & Appendix O Student Support & Financial Aid 6-7 & Appendix D Degree Requirements & Course Sequence 7-9& Appendix E Transfer Credits 9 Retention & Exit from Program 9-10 Requirements for Degree Completion 10 Comprehensive Examination 11 Program Assessment & Accountability 10-12 Supervised Field Experiences 13-16 Expanded Descriptions of Domains of Training Appendix A, pp.17-22 Matrix: Course by NASP Domains Appendix B.1, p.23 Matrix: Course Assignment by NASP Domains Appendix B.2, p24-28 Admissions Procedures Appendix C, p.29-31 Review & Retention Procedures Appendix D, pp32-33 Course Sequence Chart Appendix E, p.34 Contents of Professional Portfolio Appendix F, p35-36 Scoring Rubric for Professional Portfolio Appendix G, p37 Internship Placement Cover Letter & Agreement Appendix H, pp.38-40 Field Supervisor Internship Evaluation Appendix I, pp41-44 Field Supervisor Prof Work Characteristics/Dispositions Appraisal Appendix J, pp45-46 Intern Self-Reflection of Professional Competencies Appendix K, pp47-50 Faculty Appraisal of Prof Work Characteristics/Dispositions Appendix L, pp.51-52 Confidential Exit Survey Appendix M, pp53-59 Alumni Survey Appendix N, pp.60-67 Graduate Association for School Psychology Appendix O, pp68-69
3
Rider UniversityRider University School Psychology Program HandbookSchool Psychology Program Handbook
Class of 201Class of 201 55 Department of Graduate Education, Leadership and Counseling
4
School Psychology Program Philosophy The Rider University School Psychology Program is dedicated to educating future school psychologists within a climate of scholarly inquiry and the context of a scientist-practitioner model of service delivery Problem-solving and data-based decision-making permeate all aspects of training with the ultimate goal of fostering the knowledge base, skill set, reflective practice, and professional commitment to improve the educational and mental health of children and adolescents in the schools. The program offers a highly structured, developmental curriculum that builds upon preceding coursework and experience. Through a variety of theoretical, conceptual, and experiential pedagogical activities, students are prepared to provide a range of evidence-based services including consultation, psychological assessment, behavioral and academic intervention, prevention, counseling, and program planning/evaluation. Students also receive training in sensitively working with clients from diverse cultural and individual backgrounds.
Program Goals
Complementing the program’s philosophy, the fundamental goals of the program are to provide each graduate with the required skills, professionalism, and knowledge base to become a productive member of the school psychology community. 1. Ability to implement a problem-solving model supported by a solid understanding of the knowledge base and empirical literature of school psychology as well as legal, ethical, and professional standards of practice. 2. Capacity to provide psychological services and educational consultation within diverse contexts where individual differences in ethnicity, socioeconomic status, culture, gender, sexual orientation, and abilities are appreciated. 3. Ability to work collaboratively with educators, administrators, school counselors, families, and the community to provide a comprehensive range of educational and mental health services to children and adolescents. 4. Capacity to utilize data-based decision making and empirically supported prevention, assessment, and intervention strategies that result in a positive impact on youth, families, and the communities/schools that they serve.
Program Objectives
The Rider University School Psychology program has been designed to meet National Association of School Psychologists (NASP) Standards for Training and Field Placement Programs in School Psychology (NASP, 2010). Professional knowledge and skills are developed across the ten domains of training and practice established by the National Association of School Psychologists (NASP). Please refer to Appendix A for the expanded descriptions of these domains. These standards and their expanded descriptions reflect the specific learning objectives within our program.
• 2.1 Data-Based Decision-Making and Accountability
• 2.2 Consultation and Collaboration
5
• 2.3 Intervention and Instructional Support to Develop Academic Skills
• 2.4 Intervention and Mental Health to Develop Social and Life Skills
• 2.5 School-Wide Practices to Promote Learning
• 2.6 Preventative and Responsive Services
• 2.7 Family-School Collaboration Services
• 2.8 Diversity in Development and Learning
• 2.9 Research and Program Evaluation
• 2.10 Legal, Ethical and Professional Practice
The above standards guide course content, student outcomes, and ongoing program evaluation (See Appendix B.1; NASP Standards by Course). Specific NASP standards are also listed in course syllabi and linked to each course assignment (See Appendix B.2; NASP Standards by Assignment Matrix). The acquisition of knowledge and skills is monitored and evaluated across the program via traditional assessment and performance-based outcomes representative of professional practice. Students compile a portfolio to document and reflect upon their professional growth and to serve as evidence of competency across the domains of training and practice. In addition, students take a comprehensive examination at the end of the second year in the program and the Praxis Examination in School Psychology by the end of their first semester of internship. Admission Procedures
Applications must be received by February 1. Admission into the program occurs during the early spring with a start date in the subsequent fall semester. The review and acceptance process occurs immediately following the application deadline. Since the School Psychology program must maintain a specified student-to-staff ratio, the number of openings available is controlled. Applicants, therefore, are encouraged to ensure that all application materials, including letters of recommendation and GRE scores, are submitted by February 1st to receive optimal consideration. The following criteria must be met:
1. An undergraduate degree with a GPA of 2.75 or higher –OR- an advanced degree with a minimum GPA of 3.25.
2. Completion of graduate application including a written statement of learning goals. 3. Two letters of recommendation. 4. Submission of GRE scores. • GRE: Verbal and Quantitative scores must be equal to or greater than 144.
5. Interview with program faculty.
Admission is based upon a competitive process which examines the multiple factors as noted above along with a rating form completed by Program faculty during the personal interview. The Rider University School Psychology admissions process is delineated in Appendix C.
Diversity
6
Meeting the needs of our diverse society is a goal of the University, School, Division, and Program. As school psychologists, the diverse needs of the students, families, and others is a major goal for training and practice. The Program is committed to providing a stimulating learning community that embraces and values the human and cultural diversity of its members. The Program also is committed to attracting and retaining students who are members of underrepresented groups. The Program primarily draws students from the Mid-Atlantic and Northeastern regions of the country. These regions have a varied cultural/ethnic blend and wide differences relative to socioeconomic status (SES). Within the Program diversity is examined as a subject and is embedded as a topic across coursework. Students are expected to develop the dispositions, knowledge, and skills to work effectively with individuals of diverse needs (e.g., ethnic, cultural, SES, sexual orientation, gender identity, abilities, disabilities). Rider University Graduate Association for School Psychology (RUGASP) Rider University has a formal association for students in the School Psychology Program. The Department has established a $75 budget for social and professional activities of the association. Each year, new officers are elected to replace outgoing officers, and officers are staggered by year in the program. Please see Appendix O for additional details. Student Support Services To assist student’s who experience academic difficulties once enrolled, individualized assistance is available through the Rider University Learning Center. Program faculty also may offer assistance. In the latter case, a more formal process is completed. Program faculty will discuss the concern at a Program Meeting and design a remediation plan in conjunction with the student. (Please see Appendix D). In addition, the Counseling Center at the Lawrenceville Campus [Zoerner House (609) 896-5157] offers counseling support to students who seek counseling support. Financial Aid Financial aid is available for qualified graduate students under several state and federal loan programs. Interested students should contact the Office of Student Financial Services (609.896.5360) for further information. Graduate Assistantships Rider University offers generous support for students who are interested in obtaining assistantships. Within the Department of Graduate Education, Leadership, and Counseling there are 8 assistantships available. These assistantships offer a 6-credit tuition remission. In addition, there are numerous assistantship opportunities available to School Psychology students throughout the campus. In recent years, most students who have actively sought an assistantship have found one. Students have worked as assistants at the Teaching and Learning Center, Financial Aid Office, Graduate Admissions, Westminster Choir of Rider University, and the Counseling and Testing Center, among others.
Ed.S. Degree Program Requirements
7
(67 credit hours) The program offers a specialist degree consisting of 67 graduate credits. It is approved by the state of New Jersey. Graduates also meet requirements for certification in most other states, including Pennsylvania and New York. Certification requirements for a specific state should be referenced. Current certification guidelines in Pennsylvania require a GPA of 3.0 and 6 semester credits or the equivalent in college level English Literature and Composition and Mathematics. In addition, those seeking initial certification in Pennsylvania will need to take the PRAXIS Pre-Professional Skills (PPST) in Reading, Writing, and Mathematics and the PRAXIS School Psychology Exam (10400). Scores for these examinations are considered to be current for up to five years. For those individuals who already hold a valid Pennsylvania Level I or II certificate, only the appropriate subject assessment test, PRAXIS School Psychology Exam (10400), will need to be taken. Degree Requirements Students complete 67graduate credit hours with a minimum GPA of 3.0. In addition, all students must meet yearly accountability standards, residency requirements, and take the PRAXIS exam in School Psychology while enrolled in internship and report the score to the Program.
Foundations of Education and Human Behavior (21-hours) Educational Foundations (9-hours) EDSO 510 Sociological and Cultural Foundations of Education EDAD 501 Educational Leadership & Organizational Theory EDPS 508 Cognitive Processes and Learning Human Behavior and Development (12-hours)
EDPS 503 Human Growth and Development EDPS 538 Developmental Child Psychopathology SPED 514 Positive Behavior Support EDPS 535 Biological Basis of Behavior
Professional Core: School Psychology Practice (36-hours) Assessment and Intervention (17-hours): EDPS 514 Assessment and Intervention I: Standardized Measures of Academics and Behavior (3) EDPS 515 Assessment and Intervention II: Curriculum-Based Measures (3) EDPS 509 Assessment and Intervention III: Psychological Assessment & Report Writing (3) EDPS 510 Assessment and Intervention IV: Behavioral and Social-Emotional Needs (3) EDPS 581 Practicum in Assessment of Psychological Assessment & Report Writing (100-hours) (1) EDPS 582 Practicum in Social-Emotional Needs (100-hours) (1) EDPS 570 Advanced Interventions for Children, Adolescent, and Families (3) Consultation (4-hours): CNPY 515 Consultation in School and Agency Settings EDPS 583 Practicum in Consultation in School and Agency Settings (100-hours) (1)
8
Research (6-hours): EDUC 500 Introduction to Research EDPS 521 Statistics and Qualitative Analysis Professional Practice: (9-hours): EDPS 513 Professional Practice of School Psychology: Issues and Historical, Ethical, and Legal Considerations EDPS 590 Internship in School Psychology I (600-hours) EDPS 591 Internship in School Psychology II (600-hours)
Education and Treatment of Students and Families with Special Needs (9-hours) Special Education (3-hours): SPED 535 Instructional Practices for Students with Mild Disabilities OR SPED 539 Instructional Practices for Students with Severe Disabilities Counseling Psychology (6-hours): COUN 550 Counseling Techniques Laboratory CNPY 518 Counseling Children, Adolescents & Families Course Sequencing Coursework is sequenced so as to develop and build on skills and competencies. The listed courses below have prerequisite course(s), which must be completed prior to enrollment in later sequenced courses (See Appendix E).
CNPY 515 Consultation in School and Agency Settings + Practicum • EDPS 503 Human Growth and Development • SPED 530 Positive Behavior Support EDPS 515: Assessment and Intervention II: Curriculum-Based Measures • EDPS 514 Assessment and Intervention I: Standardized Measures of Academics and Behavior • EDPS 513 Professional Practice of School Psychology: Issues and Historical, Ethical, and
Legal Considerations
EDPS 509 Assessment and Intervention III: Intelligence and Cognitive Abilities • EDPS 508 Cognitive Processes and Learning • EDPS 514 Assessment and Intervention I: Standardized Measures of Academics and Behavior • EDPS 515 Assessment and Intervention II: Curriculum-Based Measures EDPS 510 Assessment and Intervention IV: Behavioral and Social-Emotional Needs • EDPS 509 Assessment and Intervention III: Psychological Assessment & Report Writing • EDPS 538 Developmental Child Psychopathology • CNPY 515 Consultation in School and Agency Settings + Practicum
EDPS 570 Advanced Interventions for Children, Adolescent, and Families • EDPS 514 Assessment and Intervention I: Standardized Measures of Academics and Behavior • EDPS 515 Assessment and Intervention II: Curriculum-Based Measures • EDPS 509 Assessment and Intervention III: Psychological Assessment & Report Writing
9
• EDPS 510 Assessment and Intervention IV: Behavioral and Social-Emotional Needs
EDPS 590 Internship in School Psychology I • EDPS 570 Advanced Interventions for Children, Adolescent, and Families
Transfer of Credit Graduate credits must have been earned within ten years of the date of credit transfer approval and at an accredited institution. At the time of initial enrollment at Rider University the advisor will determine courses eligible for transfer. Students should request a meeting in September and must present syllabi of the courses to be transferred so that the Director can conduct a review for course equivalency. The advisor and the department chair must approve all transfer credits. Courses accepted for transfer must be similar to required or elective courses that are approved for the program, and a grade of B or higher must have been earned. Course(s) taken to satisfy admission requirements and/or to remediate deficiencies will not be applicable. Students may be permitted to transfer in up to 18 credits so long as the course equivalency can be documented. Decision-making authority regarding equivalency rests with the Program Director. Students must complete a transfer request form and present this form along with course syllabi to the program director. Please ask either Colleen or Rita for the form. Retention and Exit from Program Student progress in the School Psychology program is carefully monitored. Each year, student grades and performance in the program are reviewed by program faculty to determine progress, eligibility for continuation, and need for remedial support. A written statement of student progress is furnished to students each year by September 1st. The School Psychology program requires a GPA of 3.0. Those students who fall below a 3.0 GPA are placed on academic probation. In addition, students are evaluated in regard to their professional work characteristics and dispositions on an annual basis. (Please see Faculty and Field Supervisor Rating Form in Appendices J &L). Students who have professional work characteristics or dispositional difficulties also will have a remedial plan established (Please see Appendix D for a detailed description of the student remediation process). Requirements for Completion of Degree Students must maintain a GPA of 3.0, receiving no more than two grades of C+ or lower. Those students who fall below 3.0 are placed on academic probation and a remediation plan is established. Students must also complete 67 credits in the School Psychology Program including transfer credits. The program is designed to be completed in three years. For personal reasons, some students may have to delay completion of the degree. In these circumstances, students have up to six years to complete the degree.
10
Program Assessment and Accountability
The Program uses a comprehensive, multi-method, and multi-source process to assess student learning (e.g., knowledge, skills) and to evaluate program goals. Both traditionally oriented assessments (e.g., exams; term papers) and performance-based assessments (e.g., video taped test administrations; psychological reports; progress monitoring) that correspond with Program goals and NASP standards are used. Evaluation of the individual and Program occurs on a continuous basis through a series of benchmark assessments. The following three sections provide an overview of the major assessment components. Individual Evaluation Individual assessment begins upon admission and extends beyond achievement in individual courses. A range of methods are employed (e.g., portfolios, performance-based assignments, exams, projects, presentations and demonstrations, interviews, research papers, literature reviews, reflection papers, critiques, videotaping, audiotaping, simulations, role-plays). The chart below outlines basic sources of data.
Year 1 Year 2 Year 3
Individual Assessment
Performance-based assessment related to specific coursework Student grades including maintenance of a 3.0 or higher GPA Self-reflection of professional competencies Annual review of professional work characteristics/disposition by program faculty
Performance-based assessment related to specific coursework Student grades including maintenance of a 3.0 or higher GPA Self-reflection of professional competencies Annual review of professional work characteristics/disposition by program faculty Comprehensive examination at the end of year two
Performance-based assessment related to specific coursework Student grades including maintenance of a 3.0 or higher GPA Self-reflection of professional competencies Evaluation of final Professional Portfolio by Program faculty Final review of professional work characteristics/disposition by program faculty Evaluations by supervising school psychologists Evaluation of professional work characteristics/ disposition by internship site supervisors Evaluation of completed internship products Satisfactory score on the PRAXIS Exam in School
11
Psychology
Annual Review On a yearly basis, students are evaluated for retention and progression in the Program through an Annual Review. Each student’s academic performance during the program is monitored by Program faculty. Faculty also will conduct an annual review of student’s professional work characteristics and disposition for working in the field of school psychology (Please see Appendix J). A recommendation for continuation, continuation with remediation, or dismissal will be made by September 1st of each year. Program faculty review student work products to determine whether students are making a positive measurable impact on the youth, families, and school/agencies they serve. Several assignments within both practica and internship requires that students calculate effect sizes regarding intervention activities to determine whether the interventions are having a positive, measurable impact on the youth, families and school/agencies they serve. Providing more perception-based data regarding positive impact, internship supervisors also rate interns’ impact on youth, families, and schools/agencies. Comprehensive Examination: At the end of the second year, students are required to take a comprehensive examination in School Psychology. The exam will evaluate students’ understanding of professional knowledge and skills across the ten domains of training and practice established by the National Association of School Psychologists (NASP). A satisfactory score must be attained in order to advance into Internship. Program Evaluation Overall evaluation of the Program occurs on a continuous basis through a series of formative and summative assessments. Program faculty meet bimonthly to discuss topics of interest and/or student or program concerns. On an annual basis, a Program planning meeting occurs to share information and aggregated data that have been collected for the academic year (e.g. summer, fall, spring semesters). Results are shared and reviewed with program modifications considered so as to improve training. In addition, recent graduates are surveyed and alumni are contacted regarding their perspective on the program. Program improvements are made based on these findings. Admissions Year 1 Year 2 Year 3 Post-Graduation
Program Assessment
An undergraduate degree with a GPA of 2.75 or higher –OR- an advanced degree with a minimum GPA of 3.25 Two letters of recommendation Standard interview with program
Student Evaluation of Faculty Teaching
Annual review of aggregated assessment data Annual review of students’ professional work characteristics/ dispositions
Student Evaluation of Faculty Teaching Annual review of aggregated assessment data Annual review of students’ professional work characteristics/ dispositions
Student Evaluation of Faculty Teaching Annual review of aggregated assessment data Review of student final portfolio Review of aggregated data
Exit survey Alumni follow-up (Every 3 to 5 years)
12
faculty Submission of GRE scores which meet minimum requirements
Review of students’ performance on the comprehensive examination
of PRAXIS Exam scores Aggregated evaluation data from supervising psychologists Evaluation of completed internship products
13
Supervised Field Experiences
Practicum Students are required to take four 1-credit practicum courses prior to enrolling in the culminating skills that address a full range of school psychology competencies that are related to the associated NASP Domains of Training. These assignments are aggregated by program faculty to determine student progress in relation to the NASP Domains of Training (See chart below for linkage to NASP Domains of Training).
Each 100 hour practicum experience is conducted out in the field under the close supervision of faculty supervisors. Students are expected to seek the approval of the site, individual and guardian. The faculty supervisor will provide assistance in this process as needed. The practicum experience may need to extend beyond the semester of registration. A grade of “S” will be used to denote satisfactory progress until all fieldwork requirements are met. Fieldwork and projects must be completed within 6 weeks of the close of the semester. All three 1-credit practicum experiences also must be finished with a minimum grade of “B” prior to registering for internship. The three one-credit practicum experiences are summarized below: EDPS 581—Practicum in Assessment of Intelligence The purpose of this practicum is to provide students with the opportunity to apply assessment and intervention skills in the field. Under the supervision of the course instructor, students will engage in assessment within a setting of their choice. The practicum experience is designed to solidify students’ clinical and theoretical sophistication in conducting a comprehensive psychoeducational evaluation and report using a problem solving model that is linked to intervention recommendations. Students are expected to log 100 hours through assessment, report writing, observation, reading on relevant issues, completing course assignments, preparing an in-service on an assessment topic, and in clinical supervision. EDPS 582—Practicum in Behavioral & Social-Emotional Needs The purpose of this practicum is to allow the student to apply a comprehensive, ecological model of social-emotional, behavioral, and academic development to actual problem behaviors. Assessment and intervention will follow an empirically based, problem-solving model. Students will practice the selection and administration of appropriate assessment tools to match individual referral question(s). An effective intervention plan also will be designed to address the identified problem behavior(s). Each student is expected to log a minimum of 100-hours in the field working on the assessment, in
Practicum Assignments in Relation to NASP Domains of Training
Assignment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 a. EDPS 581 Psychological Report x x x x x x b. EDPS 582 FBA & Behavior Support Plan x x x x x x x x c. EDPS 583 Consultation x x x x x x x x d. EDPS 582 Observation & Reflection x x x x x e. EDPS 581 In-Service Presentation x x x x x f. EDPS 584 Progress Monitoring Assignment x x x x x x
14
supervision with the faculty supervisor and/or completing tasks (e.g., selecting measurement tools, researching; observing and critically examining classrooms) required for completion of practicum assignments. EDPS 583—Practicum in Consultation The purpose of this practicum is to provide students with the opportunity to apply consultation skills in the field. Under the supervision of the course instructor, students will engage in consultation using a behavioral consultation model. Formal supervision occurs following each interview as a base group, which was previously established. Audiotapes for the Problem Identification Interview (PII), the Problem Analysis Interview (PAI), and Treatment Evaluation Interview (TEI) must be brought to the appropriate supervision session. The consultation culminates in a consultation summary (case study) that uses an evidence-based intervention. A minimum of 100-hours in the field consulting, observing, working on assignments, and in supervision is required. EDPS 584—Practicum in Curriculum-Based Measures The purpose of this practicum is to have students apply curriculum-based measurement skills in the field. An emphasis is placed on gathering information to answer specific referral question(s) and in the use of assessment tools, which meet legal and ethical guidelines A model of academic assessment most consistent with classroom practices (e.g., curriculum-based assessment, curriculum-based monitoring) is emphasized. Students are expected to measure a target individual’s performance (e.g., current level of functioning) and provide recommendations for instruction and possible learning goals and objectives through progress monitoring assignments. A minimum of 100-hours in the field consulting, observing, working on assignments, and in supervision is required. Additional Experiential Learning Experiences In addition to courses (e.g., EDPS 509, EDPS 510, CNPY 515) that accompany the formal 400 hour practica noted above, students are required to engage in field-based, experiential learning experiences in several courses. For example, COUN 500—Counseling Techniques is a laboratory practicum experience for school psychology and counseling services majors which provides opportunities for both observation of and participation in counseling activities. The purpose of this course is to provide students with their initial counseling experience under closely supervised conditions. The focus of this course is the development of basic counseling skills through an emphasis on techniques (basic and advanced listening and helping skills), strategy (the counseling process), and self development (the student as counselor) grounded in professional counseling theories. In this course, students engage in supervised audio taped and video taped counseling sessions with youth clients under the close supervision of faculty. Internship The School Psychology internship is a culminating, comprehensive, and integrative training experience consisting of 1200-clock hours. The internship occurs in approved sites on a full-time basis over a period of one year or on a part-time basis over two consecutive years. Interns are expected to perform all of the roles and functions of a professional school psychologist, integrating theoretical knowledge and professional skills in actual practice. The following chart displays the competency areas addressed by the various assignments in EDPS 590/591 Internship in School Psychology. Program faculty analyzes aggregate data regarding student performance on these assignments.
15
Internship Assignments in Relation to NASP Domains of Training
Assignment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 a. Psychological Reports (Minimum Two) x x x x x b. FBA & Behavior Support Plan x x x x x x c. Consultation x x x x x x x x d. IEP x x x x x X x e. Case Study x x x x x X x X x x f. Innovation Project x x x x x X x x x x g. Legal/Ethical Critical Analysis x x x x h. Intern Final Portfolio (Due April 30th) x x x x x x x x x x
Internship sites are selected in conjunction with Program faculty. Participating field sites have included both urban and suburban school districts with diverse populations including the Philadelphia Public School District, Trenton Public School District, New York City Public Schools, Princeton Public Schools, Adams 12 School District (Thorton, Colorado), Gwinnett County School District in Georgia, Council Rock School District in Bucks County, PA, East Brunswick School District, Edgewater Park School District, Bristol, PA Township School District, Fairfield, CT School District, and Lake Placid, NY School among others. Interns meet weekly with field supervisors and at least bi-weekly with faculty supervisors. NASP guidelines mandate that the 1200-hour internship must be completed under the following stipulations so as to assure a comprehensive experience.
• An intern shall work a minimum of 2.5 days per week over two consecutive years.
• A minimum of 600 hours must be completed in a school setting. Up to 600 hours may be served in a non-school setting that is related to the practice of school psychology.
Internship is a collaboration between the university training program and the field site. Written guidelines for internship placement including a cover letter are submitted to prospective field supervisors. These guidelines stipulate program requirements concerning program, student, and field supervisor responsibilities (Please see Apendix H). The field supervisor must have a minimum of three years of experience as a school psychologist and demonstrate a commitment to providing a comprehensive, integrated internship experience including quality supervision. If the site is located in a non-school setting, then the field supervisor must be properly credentialed (e.g., licensure as a psychologist) for that site for at least three years. A letter of agreement including the field supervisor’s name will be forwarded from the program to the appropriate site administrators and/or their designees detailing the guidelines of the internship. The acceptance of this written agreement indicates the commitment of the field supervisor to adhere to program requirements. This agreement must be secured prior to the start of the internship. An intern in a school setting is to be provided an average of at least 2-hours per week of field-based supervision by a certified school psychologist. A part-time intern must receive one-hour of supervision per week.
16
Assessments of skills are based upon multiple performance-based measures (e.g., the student’s professional portfolio, evaluations completed by the student, field, and university supervisor). In addition, students will be expected to take the PRAXIS exam in school psychology and provide a copy of their score report to the internship instructor by the February 1st of the internship year. The university supervisor also provides feedback to interns on a regular basis via individual and/or group supervision. Regularly scheduled seminars are conducted across the semester. Through ongoing communication between the field and university supervisor, supervisory activities are coordinated and individualized. Rider University maintains appropriate liability insurance coverage on all interns accepted by schools and agencies for the internship. Student interns are also required to purchase separate liability insurance prior to starting internship through an affiliate of NASP. Coverage through the university begins on the first day of the semester and remains in place until a final grade is achieved in the specific course (e.g. EDPS 590 or 591).
17
Appendix A
EXPANDED DESCRIPTIONS OF DOMAINS OF SCHOOL PSYCHOLOGY TRAINING AND PRACTICE
Knowledge
2.1 Data-Based Decision Making and Accountability: School psychologists will acquire knowledge of the following: a. Assessment and data collection methods relevant to a comprehensive, systematic process of effective decision making and problem solving for particular situations, contexts, and diverse characteristics. b. Varied methods of assessment and data collection in psychology and education (e.g., norm-referenced, curriculum-based, direct behavior analysis, ecological) and their psychometric properties. c. Assessment and data collection methods useful in identifying strengths and needs and documenting problems of children, families, and schools. d. Strategies for translating assessment and data collection to development of effective instruction, interventions, and educational and mental health services. e. Assessment and data-collection methods to measure response to, progress in, and effective outcomes of services. Students will acquire the following ability/skill: a. Use psychological and educational assessment and data collection strategies as part of a comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery. b. Systematically collect data and other information about individuals, groups, and environments as key components of professional school psychology practice. c. Translate assessment and data collection results into design, implementation, and accountability for empirically supported instruction, interventions, and educational and mental health services effective for particular situations, contexts, and diverse characteristics. d. Use assessment and data collection methods to evaluate response to, progress in, and outcomes for services in order to promote improvement and effectiveness. e. Access information and technology resources to enhance data collection and decision making. f. Measure and document effectiveness of their own services for children, families, and schools. 2.2 Consultation and Collaboration School psychologists have knowledge of the following: a. Varied methods of consultation in psychology and education (e.g., behavioral, problem solving, mental health, organizational, instructional) applicable to individuals, families, groups, and systems. b. Strategies to promote collaborative, effective decision making and implementation of services among professionals, families, and others. c. Consultation and collaboration strategies effective across situations, contexts, and diverse characteristics. d. Methods for effective consultation and collaboration that link home, school, and community settings. School psychologists demonstrate skills to: a. Apply consultation methods, collaborate, and communicate effectively with others as part of a comprehensive process that permeates all aspects of service delivery. b. Consult and collaborate in planning, problem solving, and decision-making processes and to design, implement, and evaluate instruction, interventions, and educational and mental health services across particular situations, contexts, and diverse characteristics. c. Consult and collaborate at the individual, family, group, and systems levels. d. Facilitate communication and collaboration among diverse school personnel, families, community professionals,
18
and others. e. Effectively communicate information for diverse audiences, for example, parents, teachers, other school personnel, policy makers, community leaders, and/or others. f. Promote application of psychological and educational principles to enhance collaboration and achieve effectiveness in provision of services. 2.3 Interventions and Instructional Support to Develop Academic Skills School psychologists have knowledge of the following: a. Biological, cultural, and social influences on cognitive and academic skills. b. Human learning, cognitive, and developmental processes, including processes of typical development, as well as those related to learning and cognitive difficulties, across diverse situations, contexts, and characteristics. c. Empirically supported methods in psychology and education to promote cognitive and academic skills, including those related to needs of children with diverse backgrounds and characteristics. d. Curriculum and instructional strategies that facilitate children’s academic achievement, including, for example, teacher-directed instruction, literacy instruction, peer tutoring, interventions for self regulation and planning/organization; etc. e. Techniques to assess learning and instruction and methods for using data in decision making, planning, and progress monitoring. f. Information and assistive technology resources to enhance children’s cognitive and academic skills. School psychologists, in collaboration with others, demonstrate skills to: a. Use assessment and data-collection methods to develop appropriate academic goals for children with diverse abilities, disabilities, backgrounds, strengths, and needs. b. Implement services to achieve academic outcomes, including classroom instructional support, literacy strategies, home–school collaboration, instructional consultation, and other evidenced-based practices. c. Use empirically supported strategies to develop and implement services at the individual, group, and systems levels and to enhance classroom, school, home, and community factors related to children’s cognitive and academic skills. d. Implement methods to promote intervention acceptability and fidelity and appropriate data-based decision making procedures, monitor responses of children to instruction and intervention, and evaluate the effectiveness of services. 2.4 Interventions and Mental Health Services to Develop Social and Life Skills School psychologists have knowledge of the following: a. Biological, cultural, social, and situational influences on behavior and mental health and behavioral and emotional impacts on learning, achievement, and life skills. b. Human developmental processes related to social–emotional skills and mental health, including processes of typical development, as well as those related to psychopathology and behavioral issues, across diverse situations, contexts, and characteristics. c. Empirically supported strategies to promote social–emotional functioning and mental health d. Strategies in social–emotional, behavioral, and mental health services that promote children’s learning, academic, and life skills, including, for example, counseling, behavioral intervention, social skills interventions, instruction for self-monitoring, etc. e. Techniques to assess socialization, mental health, and life skills and methods for using data in decision making, planning, and progress monitoring. School psychologists, in collaboration with others, demonstrate skills to: a. Use assessment and data collection methods to develop appropriate social–emotional, behavioral, and mental health goals for children with diverse abilities, disabilities, backgrounds, strengths, and needs b. Implement services to achieve outcomes related to socialization, learning, and mental health, including,
19
for example, counseling, consultation, behavioral intervention, home–school collaboration, and other evidence-based practices. c. Integrate behavioral supports and mental health services with academic and learning goals for children. d. Use empirically supported strategies to develop and implement services at the individual, group, and/or systems levels and to enhance classroom, school, home, and community factors related to children’s mental health, socialization, and learning. e. Implement methods to promote intervention acceptability and fidelity and appropriate data-based decision making procedures, monitor responses of children to behavioral and mental health services, and evaluate the effectiveness of services. 2.5 School-Wide Practices to Promote Learning School psychologists have knowledge of the following: a. School and systems structure, school organization, general education, special education, and alternative educational services across diverse settings. b. Psychological and educational principles and research related to organizational development and systems theory. c. Issues and needs in schools, communities, and other settings, including accountability requirements and local, state, and federal policies and regulations. d. Empirically supported school practices that promote academic outcomes, learning, social development, and mental health; prevent problems; and ensure positive and effective school organization and climate across diverse situations, contexts, and characteristics. School psychologists, in collaboration with others, demonstrate skills to: a. Design and implement empirically supported practices and policies in, for example, areas such as discipline, instructional support, staff training, school improvement activities, program evaluation, student transitions at all levels of schooling, grading, home–school partnerships, etc. b. Utilize data-based decision making and evaluation methods, problem-solving strategies, consultation, and other services for systems-level issues, initiatives, and accountability responsibilities. c. Create and maintain effective and supportive learning environments for children and others within a multitiered continuum of school-based services. d. Develop school policies, regulations, services, and accountability systems to ensure effective services for all children. 2.6 Preventive and Responsive Services School psychologists have knowledge of the following: a. Psychological and educational principles and research related to resilience and risk factors in learning and mental health. b. Methods of population-based service delivery in schools and communities to support prevention and timely intervention related to learning, mental health, school climate and safety, and physical well-being across diverse situations, contexts, and characteristics c. Universal, selected, and indicated (i.e., primary, secondary, and tertiary) prevention strategies at the individual, family, group, and/or systems levels related to learning, mental health, and physical well-being d. Empirically supported strategies for effective crisis prevention, preparation, and response. School psychologists, in collaboration with others, demonstrate skills to: a. Promote environments, contexts, and services for children that enhance learning, mental and physical well-being, and resilience through protective and adaptive factors and that prevent academic problems, bullying, violence, and other risks. b. Use assessment and data collection methods to develop appropriate goals for and to evaluate
20
outcomes of prevention and response activities and crisis services. c. Contribute to, design, implement, and/or evaluate prevention programs that integrate home, school, and community resources and promote learning, mental health, school climate and safety, and physical well-being of all children and families. d. Contribute to, design, implement, and/or evaluate services for crisis prevention, preparation, response, and recovery at the individual, family, and systems levels and that take into account diverse needs and characteristics. e. Utilize data-based decision making methods, problem-solving strategies, consultation, collaboration, and direct and indirect services for preventive and responsive services to promote learning and mental health and for crisis services. 2.7 Family–School Collaboration Services School psychologists have knowledge of the following: a. Characteristics of families, family strengths and needs, family culture, and family–school interactions that impact children’s development. b. Psychological and educational principles and research related to family systems and their influences on children’s academic, motivational, social, behavioral, mental health, and social characteristics. c. Empirically supported strategies to improve outcomes for children by promoting collaboration and partnerships among parents, schools, and community agencies, and by increasing family involvement in education. d. Methods that improve family functioning and promote children’s learning, social development, and mental health, including, for example, parent consultation, conjoint consultation, home–school collaboration, and other evidence-based practices. School psychologists, in collaboration with others, demonstrate skills to: a. Design and implement empirically supported practices and policies that facilitate family–school partnerships and interactions with community agencies to enhance academic, learning, social, and mental health outcomes for all children. b. Identify diverse cultural issues, situations, contexts, and other factors that have an impact on family– school interactions and address these factors when developing and providing services for families. c. Utilize data-based decision making and evaluation methods, problem-solving strategies, consultation, and direct and indirect services to enhance family–school-community effectiveness in addressing the needs of children. d. Design, implement, and evaluate educational, support, and other types of programs that assist parents with promoting the academic and social–behavioral success of their children and addressing issues and concerns. 2.8 Diversity in Development and Learning School psychologists have knowledge of the following: a. Individual differences, abilities, disabilities, and other diverse characteristics of people in settings in which school psychologists work. b. Psychological and educational principles and research related to diversity factors for children, families, and schools, including factors related to culture, individual, and role differences (e.g., age, gender or gender identity, cognitive capabilities, social–emotional skills, developmental level, race, ethnicity, national origin, religion, sexual and gender orientation, disability, chronic illness, language, socioeconomic status). c. Empirically supported strategies in psychology and education to enhance services for children and families and in schools and communities and effectively address potential influences related to diversity. d. Strategies for addressing diversity factors in design, implementation, and evaluation of all services. School psychologists demonstrate skills to a. Provide effective professional services in data-based decision making, consultation and collaboration, and
21
direct and indirect services for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, with recognition that an understanding of and respect for diversity and in development and learning is a foundation for all aspects of service delivery. b. In collaboration with others, address individual differences, strengths, backgrounds, and needs in the design, implementation, and evaluation of services in order to improve academic, learning, social, and mental health outcomes for all children in family, school, and community contexts. c. In schools and other agencies, advance social justice and recognition that cultural, experiential, linguistic, and other areas of diversity may result in different strengths and needs; promote respect for individual differences; recognize complex interactions between individuals with diverse characteristics; and implement effective methods for all children, families, and schools to succeed. d. Provide culturally competent and effective practices in all areas of school psychology service delivery and in the contexts of diverse individual, family, school, and community characteristics. 2.9 Research and Program Evaluation School psychologists have knowledge of the following: School psychologists have knowledge of the following: a. Research design, measurement, and varied methods of data collection techniques used in investigations of psychological and educational principles and practices. b. Statistical and other data analysis techniques sufficient for understanding research and interpreting data in applied settings. c. Program evaluation methods at the individual, group, and/or systems levels. d. Technology and information resources applicable to research and program evaluation. e. Techniques for judging research quality; synthesizing results across research relevant for services for children, families, and schools; and applying research to evidence-based practice. School psychologists demonstrate skills to: a. Evaluate and synthesize a cumulative body of research and its findings as a foundation for effective service delivery. b. Provide assistance in schools and other settings for analyzing, interpreting, and using empirical foundations for effective practices at the individual, group, and/or systems levels. c. Incorporate various techniques for data collection, measurement, analysis, accountability, and use of technology resources in decision-making and in evaluation of services at the individual, group, and/ or systems levels. d. In collaboration with others, design, conduct analyses, and/or interpret research and/or program evaluation in applied settings. 2.10 Legal, Ethical, and Professional Practice School psychologists have knowledge of the following: a. History and foundations of their profession. b. Multiple school psychology service delivery models and methods. c. Ethical and professional standards for school psychology. d. Legal standards and regulations. e. Factors related to professional identity in school psychology. f. Relevant information sources and technology. g. Methods for planning and engaging in continuing education. School psychologists demonstrate skills to: a. Provide services consistent with ethical and professional standards in school psychology b. Provide services consistent with legal standards and regulations. c. Engage in effective ethical and professional decision making that reflects recognition of diverse needs and characteristics of children, families, schools, and other professionals.
22
23
Appendix B.1
Rider University School Psychology Program Course by NASP Standards Matrix
Program Objectives: KNOWLEDGE /
SKILLS 2.
1 D
ata-
Bas
ed
Dec
isio
n M
akin
g &
A
ccou
ntab
ility
2.2
Con
sulta
tion
&
Col
labo
ratio
n
2.3
Inte
rven
tion
and
Inst
ruct
iona
l Sup
port
to D
evel
op A
cade
mic
Sk
ills
2.4
Inte
rven
tion
and
men
tal H
ealth
to
Dev
elop
Soc
ial a
nd
Life
Ski
lls
2.5
Scho
ol-W
ide
Prac
tices
to P
rom
ote
Lear
ning
Lea
rnin
g
2.6
Prev
enta
tive
and
Res
pons
ive
Serv
ices
2.7
Fam
ily-S
choo
l C
olla
bora
tion
Serv
ices
2.8
Div
ersi
ty in
D
evel
opm
ent a
nd
2.9
Res
earc
h &
Pr
ogra
m E
valu
atio
n
2.10
Leg
al, E
thic
al
and
Prof
essi
onal
Pr
actic
e
EDPS 503 I I I I I EDUC 500 I D I EDPS 513 I I I I I I I I I I EDPS 514 I I I I I I I SPED 514 I I I I I I I I I EDPS 515 I, D I, D I I I D EDPS 508 I I I I I EDPS 521 I D D I CNPY 515 I I, D D D D I D I D EDPS 583 I D D D D D D D EDPS 584 D D I, D D D EDPS 535 I, D I I I EDPS 509 D D D D D D EDPS 581 D D D I, D D D D EDSO 510 D D I D I EDPS 538 D I I, D D D D D EDPS 510 I, D D D D D D D D EDPS 582 D D D D D D D D D SPED 535 or 539 D D D D D D D CNPY 518 D D D D D D D EDPS 570 D D D D D D D D COUN 550 I D D D R D D D EDAD 501 D D D D D D D EDPS 590-591 R R R R R R R R R R
I = Objective introduced D = Developing R = Ready for entry into the profession
24
Appendix B.2 Course Assignment by NASP Domain of Training Matrix
Assignment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10
EDPS 503–Human Growth & Development Reflection Papers (2) X X Group Presentation on Diversity X X X Professionalism X EDUC 500–Introduction to Research Literature Review X Research Article Evaluation X Survey Project X Program Evaluation Proposal X Professionalism X EDPS 513–Professional Practice of School Psychology: NASP Domains Reflection Papers (10) X X X X X X X X X X Literature Review X X X X X Portfolio Creation X X X X X X X X X X Professionalism X EDPS 514–Assmt & Intervention I: Std Measures of Academics/Behavior Practice Test Interpretation X X X Broad Band Achieve Test Administration/Interpretation/Write Up X X X Broad Band Behavior Test Administration/Interpretation/Write Up X X X Narrow Band Test Administration/Interpretation/Write Up X X X Video Taped Test Administration & Self-Rating X Test Review 1 (Broad Band Academic Measure) X X X X Test Review 2 (Broad Band Behavior Measure) X X X X Test Review 3 (Narrow Band Measure) X X X X Student Group Presentation of Test Review X Professionalism X
25
Assignment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 SPED 514–Positive Behavior Support FBA & Behavior Intervention Plan X X X X X X X Self-Monitoring Activity X Classroom Management Field Experience X X X Schoolwide Behavior & Intervention Support Plan X X X X X X X Classroom Wide BISP Presentation X EDPS 515–Assessment & Intervention II: Curriculum Based Measures Class-wide Screening Project X X X X Reading Survey Level Assessment X X X X Math Survey Level Assessment X X X X Spelling & Writing Survey Assessment X X X X BOSS Validation Project X Progress Monitoring X X X X Presentation of Academic Intervention X X X Professionalism X EDPS 584-Practicum Curriculum Based Measures
CBM Reading Report + Intervention(s)/Recommendations X X X X X X Process Worksheets + Supervision X X X Practicum Log X EDPS 508–Cognitive Processes & Learning Research Paper X X Group Presentation X X Reflection Papers (2) X X Professionalism X EDPS 521–Statistics & Quantitative Analysis Data sheet with scoring examples & exploratory analyses X X Statistical Analyses X X Research manuscript: Quantitative X Formal APA Style Poster Presentation X X Professionalism X CNPY 515–Consultation in School & Agency Settings Simulated Audio taped Interviews + Consultation Summary Report X X X X X X X X
26
Assignment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 Audiotape Peer Reviews X Discussants + Review of an Empirical Article X X EDPS 583–Practicum in Consultation Audio taped Interviews + Consultation Report X X X X X X X X Observation/Reflection Paper X Process Worksheets + Supervision X X X Practicum Logs X EDPS 535–Biological Basis of Behavior Research Paper X X X Group Presentation X X Critical Analysis Reflection Papers (2) X X Professionalism X EDPS 509–Assessment & Intervention III: Psych Assmnt & Report Writing
Six (6) IQ Protocols X X Two (2) Video Taped Administrations & Reflection X X Simulated Psychological Assessment & Report X X X X X X X X Psychological Assessment & Report X X X X X X X X Professionalism X EDPS 581–Practicum in Assessment of Intelligence Psychological Report X X X X X Observation of Classroom/Reflection X X X X Group Presentation X X X EDSO 510–Sociological & Cultural Foundations Book Review X X X X Paper on Multicultural Education X X X X Professionalism X EDPS 538 Developmental Child Psychopathology Critical Analysis Reaction Paper X X X X X
27
Assignment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 Review of Child/Adolescent Psychopathology Literature X X X X Professionalism X CNPY 518–Counseling Children/Adolescents/Families Crisis Intervention/Prevention Project X X X X X X Reactive Journal X X X X Group Process Reflection Paper X X Professionalism X EDPS 510–Assmt & Interven IV: Behavioral & Social-Emotional Needs Professionalism X Functional Behavioral Assessment X X X X X Parent Interview X X X X X X X X Direct Observation (Narrative/Event/Duration Coding) X X X X Direct Observation (Structured Observation Code) X X X X Projective Expressive Technique X X X Review and present on a narrow-band informant or self-report measure X X X X X EDPS 582–Practicum in Social Emotional Assessment Observations + Reflection Papers X X X X X X Functional Behavioral Assessment (FBA) + Behavior Support Plan (BSP) X X X X X X X X X Process Worksheets + Supervision X X X Practicum Log X SPED 535–Instructional Practices for Mild Disabilities IEP/Individual Modifications and Adaptations Package X X X X X Collaborative Mini-Unit Differentiated Instruction X X X X Reading Program Research Project X X X Instructional Strategy Research X X X Professionalism X SPED 539–Instructional Practices for Severe Disabilities Website Review of a SPED Association X X Month Long Functional Lesson for Student with Disabilities X X X X X Professionalism X
28
Assignment 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 EDPS 570–Advanced Interventions for Children, Adolescents & Families Professionalism X Journal Article Critique X X Intervention Presentation X X X X Group Facilitation of Reading Assignment X X X X Crisis Intervention/Prevention Literature Review & Presentation X X X X COUN 550–Counseling Techniques Laboratory Video taped counseling sessions (2 counselees by 5 sessions) X X X X X X X Observe and provide feedback on counseling session X X Participate in Group Supervision X X X X X Participate in Individual Therapy X Typed Chart of a Counseling Session X X Case Notes for 5 Counseling Sessions X X EDAD 501–Ed Leadership & Organizational Theory Administrative Platform Statement X X X X X School Safety Project X X X X X X X Presentation of School Safety Project X X X X X X X Analysis of School Mission Statement X X X X X EDPS 590/591–Internship in School Psychology Two Psychological Evaluations X X X X X Functional Behavioral Assessment with Corresponding BIP X X X X X X X Collaborative Consultation X X X X X X X X Development of an IEP document X X X X X X X Legal/Ethical/Professional Critical Analysis Reflection X X X X Case Study (n=1) X X X X X X X X X X Self-rating of Professional Competencies X X X X X X X X X X Field Supervisor rating of Professional Competencies X X X X X X X X X X Field Supervisor rating of Work Characteristics/Dispositions X Praxis II National Exam in School Psychology X X X X X X X X X X Innovation Project and Presentation (n>1) X X X X X X X X X X Compilation of Final Portfolio X X X X X X X X X X Self-rating of Professional Competencies X X X X X X X X X X Field Supervisor rating of Professional Competencies X X X X X X X X X X Field Supervisor rating of Work Characteristics/Dispositions X
29
Appendix C Acceptance/Rejection Procedures for School Psychology Program
Timelines. Applications are accepted for fall semester admittance. Applications are reviewed following the 2/1 deadline. Students are encouraged to apply early to ensure all materials have been submitted by the February 1st deadline. Availability of openings in the program is limited due to the need to maintain a 12:1 student to staff ratio. This ratio meets the standards set forth by the National Association of School Psychologists (NASP). Admission Process. Criteria used to formulate an admittance decision are based upon multiple sources. First, applications are screened by the Office of Graduate Admission and must meet the following minimum standards to be invited for an interview.
Student applying with a bachelor’ degree
Student applying with an advanced degree
• Undergraduate background in psychology/education or related field with a GPA of 2.75
• Minimum GPA of 3.25 in a related field
• Two letters of recommendation • Two letters of recommendation
• Submission of GRE with a minimum GRE Verbal and Quantitative of 144, respectively.
• Submission of GRE with a minimum GRE Verbal and Quantitative of 144, respectively.
• Written statement of learning goals and objectives
• Written statement of learning goals and objectives
Next, students are invited for a personal interview and asked to supply a sample of their writing preferably using APA style. Data sources (cumulative average, GRE scores, recommendations) are rated. Interview ratings, which include an evaluation of the writing sample by the program faculty, encompass the remainder of points earned. All data are compiled and each applicant is ranked ordered. Program capacity based upon NASP standards indicates 12 FTE to 1 staff ratio. Approximately, 10 to 15 students can be admitted. Current student enrollment, however, dictates the number of openings available. In recent years, we have admitted well below the ratio permitted by NASP. In the field of school psychology, most practitioners are Caucasian, white females; therefore, men and individuals from other underrepresented groups are encouraged to apply. Currently, our program actively attempts to recruit members from diverse and underrepresented groups. We send out flyers to colleges and universities with a high percentage of underrepresented groups. We also maintain a statement about diversity on the website, encouraging those from underrepresented groups to apply. Over the last few years, this has been a successful recruitment practice.
30
Admission Ratings
Cumulative Average
2 4 6 U 2.75-3.00 3.0-3.3 > 3.3 G 3.25-3.39 3.4-3.79 > 3.8
GRE Scores
2 6 10 V 144 to 148 149 to 157 >157 (77%ile) Q 144 to 147 148 to 152 >152 (61%ile)
Recommendations 2 4 6
Average Above Average Excellent
Total = _________ /22
31
Rider University: School Psychology Program Entrance Interview
• Tell us about yourself and why you’ve chosen School Psychology as your field of study. 3 2 1 Target Acceptable Unacceptable • The field of school psychology is forever evolving and changing to meet the needs of
students. What is your viewpoint of the role of the school psychologist? 3 2 1 Target Acceptable Unacceptable • How would you choose to practice as a school psychologist in your future? 3 2 1 Target Acceptable Unacceptable • Why did you select Rider’s School Psychology Program for graduate study? • Faculty judgment of professional disposition for work as a school psychologist 8-10 4-7 0-3 Target Acceptable Unacceptable Total = ____/19
32
Appendix D
Review and Retention Policy Successful completion of a program in Counseling Services and School Psychology (CSSP) is based on the demonstration of effectiveness in academic, professional, and personal areas as they relate to a student’s professional objectives. The faculty of the CSSP has a professional responsibility to evaluate the academic, professional and personal development of students in the training programs. The evaluation procedures serve two main purposes:
1. To provide students with information related to their progress that will enable them to take advantage of strengths and to remediate weaknesses in their academic, professional, and personal development.
2. To provide the faculty with information about the progress of students which will
facilitate decisions being made that are in the best interest of students and the profession they are preparing to enter. The faculty is concerned about the suitability of a student entering a profession with evidence of satisfactory performance in academic course work but with weakness in required practical skills, or behaviors, which are unethical, illegal, or unprofessional.
The Student Review and Retention Policy enables the faculty to share and evaluate information about student progress. Student review is an ongoing and continuous process. Any faculty member may raise questions about a particular student’s performance and progress during regularly scheduled program faculty meetings. The discussions of student performance and progress will be held in designated staff meetings. At that time, any questions about students may be raised for program faculty consideration. Once a year, a program faculty meeting is set aside for student review. At this meeting, the progress of students in the program is assessed. Students who are not demonstrating satisfactory progress are notified to make an appointment with their advisor in order to receive feedback and to identify appropriate remediation procedures expected of the student. If, in the professional judgment of the program faculty, a student’s behavior is deemed substandard, unethical, illegal, and/or professionally unbecoming at any time during the course of training (including course work, practica, externships, and internships), the following actions may be taken:
1. Probation and Remediation. The student will be placed on probation and a remediation plan will be designed. The student and the advisor with the approval of the CSSP faculty will develop a plan. This plan will be in writing and will be signed by both the student and the advisor. A copy of the plan will be provided to the student and a copy will be placed in the student’s file.
2. Voluntary Resignation. Recommend the student resign from the program. 3. Dismissal from the Program. If a student’s unacceptable professional and personal
behaviors are deemed severe enough by the CSSP faculty an immediate dismissal
33
recommendation will be processed. First, the Department will be notified and with their approval a dismissal recommendation will be forwarded to the School of Education Committee on Professional Development.
If it is decided that the student be recommended for dismissal on professionalism grounds, then this recommendation will be sent to the Department of Graduate Education, Counseling and Leadership for a vote. Established Departmental protocol is then followed at that point, but will permit the student to write a formal appeal within 10 days of receipt of the letter of dismissal. This appeal is then heard by a Departmental committee which either upholds or overturns the Department vote.
34
Appendix E Rider University School Psychology Program Course Sequence (67 Credits)
Name: Credit Transfer:
YEAR 1 (32-credits)
FALL SPRING SUMMER CNPY 515 Consultation in School & Agency Settings EDPS 583 Practicum in Consultation in School & Agency Settings (1-credit)
EDPS 515 Assessment & Intervention II: Curriculum-Based Measures EDPS 584 Practicum in CBM (1-credit)
EDSO 510 Sociological & Cultural Foundations of Education
EDPS 513 Professional Practice of School Psychology: Issues and Historical, Ethical, & Legal Considerations
EDPS 503 Human Growth & Development
SPED 535 Instructional Practices for Students with Mild Disabilities
OR SPED 539 Instructional Practices for Students with Severe Disabilities
EDUC 500 Intro. to Research
EDPS 521 Statistics & Qualitative Analysis
SPED 514 Positive Behavior Support
EDPS 514 Assessment & Intervention I: Standardized Measures of Academics & Behavior
YEAR 2 (23 to 29 credits)
EDPS 509 Assessment & Intervention III: Psychological Assessment & Report Writing EDPS 581 Practicum in Psychological Assessment & Report Writing (1-credit)
EDPS 510 Assessment & Intervention IV: Behavioral & Social-Emotional Needs EDPS 582 Practicum in Social-Emotional & Behavioral Needs (1-credit)
EDPS 570 Advanced Interventions for Children, Adolescents, and Families
*COUN 550 Counseling Techniques
*EDAD 501 Ed Leadership & Org Theory
EDPS 538 Developmental Child Psychopathology
CNPY 518 Counseling of Children, Adolescents & Families
EDPS 508 Cognitive Processes & Learning
EDPS 535 Biological Basis of Behavior
YEAR 3 (6 to 12 credits)
EDPS 590 Internship in School Psychology I
EDPS 591 Internship in School Psychology II
*Note: EDAD 501 and COUN 550 may be taken during the fall and/or spring semesters of Internship if students require 6 credits to qualify for full-time status to obtain financial aide. At Rider University, full-time status for financial aid purposes is defined as two graduate courses (i.e., 6 credits).
35
Appendix F
Contents of the Professional Portfolio
• Table of Contents • Professional Resume • A copy of your unofficial transcript from Rider • Faculty evaluation of your professional disposition/work characteristics • Faculty evaluation of your professional competencies • Self-evaluation of professional competencies (Appendix I of Student Handbook) • Copies of your Practicum Logs • Praxis School Psychology Exam Score (Year 3) • Copies of your internship logs (Year 3) • Your internship placement agreement and a copy of your supervisor’s evaluation of your
performance (Year 3) • Site supervisor’s evaluation of your professional disposition/work characteristics (Year 3) • Site supervisor’s evaluation of your professional competencies during internship (Year 3) • Personal Statement- Integration of professional knowledge and personal skill development.
Must be updated yearly to reflect your acquired knowledge and skill development as you progress through the Program.
• Explains your theoretical orientation toward the practice of school psychology with
support (i.e., citations) from the literature. • Define your strengths and interests in school psychology. • Review personal/professional development occurring via training and areas of future
development. • Documentation of Competencies by Domain- Add work samples that best represent a
particular domain although a sample may fit in more than one domain. Also, all domains may not initially have a sample since the portfolio evolves over time, but the goal is to have sufficient documentation for each domain. Please include a table of contents so as to show the reader the types of samples that are available for review.
• 2.1 Data-Based Decision-Making and Accountability • 2.2 Consultation and Collaboration • 2.3 Intervention and Instructional Support to Develop Academic Skills • 2.4 Intervention and Mental Health to Develop Social and Life Skills • 2.5 School-Wide Practices to Promote Learning • 2.6 Preventative and Responsive Services • 2.7 Family-School Collaboration Services • 2.8 Diversity in Development and Learning • 2.9 Research and Program Evaluation • 2.10 Legal, Ethical and Professional Practice
The following table displays minimal portfolio content. Please include additional items that you deem appropriate.
36
Standard Course-Assignment
2.1 Data-Based Decision-Making and Accountability
EDPS 510 Simulated FBA EDPS 515 Direct Academic Assessment EDPS 581 Psychological Assessment EDPS 582 FBA & BIP
2.2 Consultation and Collaboration
CNPY 515 In Class Interviews (Role-playing) EDPS 583 Consultation Project EDPS 510 Parent Interview
2.3 Intervention and Instructional Support to Develop Academic Skills
EDPS 514 Test Review EDPS 515 Direct Academic Assessment EDPS 508 Collaborative Project and Presentation EDPS 509 Critique of Videotaped Test Administration SPED 535/539 Instructional Strategy Research
2.4 Intervention and Mental Health to Develop Social and Life Skills
EDPS 503 Research Paper EDPS 510 Simulated FBA EDPS 514 Test Review SPED 514 Schoolwide Positive Behavior Support Program CNPY 515-In Class Interviews (Role-playing) EDPS 535 Research Paper
2.5 School-Wide Practices to Promote Learning
SPED 514 Schoolwide Positive Behavior Support Program EDAD 501 Term Project
2.6 Preventative and Responsive Services EDPS 591 Innovation Project CNPY 518 Crisis Intervention/Prevention Project EDPS 570 Prevention Program Design and Evaluation
2.7 Family-School Collaboration Services
EDPS 538 Child Psychopathology Literature Review COUN 550 Taped Counseling Session/Supervision
2.8 Diversity in Development & Learning
EDPS 503-Group Presentation on Diversity EDPS 508- Collaborative Project and Presentation EDPS 535 Research Paper EDSO 510 Paper/Project
2.9 Research and Program Evaluation
EDPS 503-Research Paper EDUC 500 Program Evaluation Proposal EDPS 521 Poster Presentation EDPS 570 Prevention Program Design and Evaluation
2.10 Legal, Ethical and Professional Practice
EDPS 509 Critique of Videotaped Test Administration EDPS 513 Interview with a School Psychologist EDPS 521 Poster Presentation EDPS 583 Consultation Summary EDPS 581 Psychoeducational Assessment EDPS 582 FBA
37
Appendix G—Rubric for Professional Portfolio Name: ___________________________________________ Academic Year Projected Date for Program Completion: ______________ Current GPA: __________
Professional Competencies
Unacceptable (0) Work samples do not adequately represent the specified domain and are not representative of the professional field
Acceptable (1) Work samples adequately represent the specified domain and are representative of the professional field
Target (2) Work samples exemplify the specified domain and exceed typical representation from the professional field
2.1 Data Based Decision Making and Accountability
2.2 Consultation and Collaboration
2.3 Intervention and Instructional Support to Develop Academic Skills
2.4 Intervention and Mental Health to Develop Social and Life Skills
2.5 School-Wide Practices to Promote Learning and Development
2.6 Preventative and Responsive Services
2.7 Family-School Collaboration Services
2.8 Diversity and Development and Learning
2.9 Research and Program Evaluation
2.10 Legal, Ethical and Professional Practice
Overall Score Comments:
38
APPENDIX H: Internship Agreement Cover Letter RE: INTERNSHIP PLACEMENT for STUDENT Dear Colleague: The above named student, enrolled in Rider University’s School Psychology Program, has indicated an interest in serving as a school psychologist intern in your district. The internship experience represents a collaboration between the training program and field site that assures the completion of an integrated internship experience consistent with NASP standards and Rider’s School Psychology Program. Interns will be required to complete specific tasks as part of their internship. These activities are delineated in the internship contract and serve as a minimum demonstration of the attainment of specific skills related to the domains of training set forth by NASP. Please note that these tasks relate to national standards and may not always reflect local practice. A copy of the expanded descriptions of Domains of School Psychology Training and Practice are included for your review. According to National Association of School Psychologists (NASP) standards, students are required to complete 1200 clock hours of internship with at least 600 hours completed in a school setting. The internship may be completed on a full-time basis over one year or on a half-time basis over two consecutive years. The intern must receive an average of two hours of field based supervision per full time week from an appropriately credentialed school psychologist (e.g., certified with 3-years experience as a school psychologist). For your consideration, information regarding the requirements for internship is enclosed. If your setting can serve as internship site, a written agreement (enclosed) must be completed by the appropriate personnel and returned in the enclosed envelope. Please feel free to contact me if you need further information. Thank you very much for your commitment to training the next generation of school psychologists. Sincerely, Stefan Dombrowski, Ph.D. Professor Director, School Psychology Program 609-895-5448 Enclosures
39
Appendix H
Internship Placement Agreement: School Site
Internship Site:
Address:
Phone:
Name of Supervising School Psychologist: Years of experience:
Intern:
Days per week: ************************************************************************ According to the National Association of School Psychologists (NASP) standards and the Rider University School Psychology Training Program, the internship placement agency agrees to:
Provide an average of at least two hours of field-based supervision per week for full time students and one hour per half-time basis.
Monitor and sign off on weekly internship logs, which assess the student’s progress
in competencies that addresses the domains of professional practice.
Allow the intern the opportunity at a minimum to complete the following tasks per each 1200-hours of experience so as to demonstrate competency in the training domains.
One Functional Behavioral Assessment (FBA) with Behavior Intervention Plan
Complete an FBA (first semester; EDPS 590), which results in the design and implementation of a multicomponent Behavior Intervention Plan (BIP) (second semester; EDPS 591).
Two Psychological Evaluations
Assess the cognitive, academic, and social-emotional/behavioral functioning and/or adaptive behavior based upon the referral question of eligibility for special education services.
Collaborative Consultation
Lead the problem solving process (e.g., problem identification, problem analysis, plan design and implementation, plan evaluation) to successful completion evidenced by positive impact on students, families, and/or other consumers based upon a referral for assistance on an individual or systems-level problem.
40
Individual Educational Program (IEP) Assist with the development or revision of an IEP to meet a target
student’s areas of need following the determination of eligibility for special education services,
Legal/Ethical/Professional Critical Analysis Reflection Paper relative to a
Professional Issue Identify and resolve a professional issue that arises as part of the
internship experience.
One Case Study Identify a student (n=1) who is experiencing academic or behavior
difficulty and provide an appropriate intervention that can demonstrate a direct positive impact quantitatively.
One Systems-Oriented Innovation (Consultation)
Identify a systems-level problem (n >1) and provide an appropriate intervention that can demonstrate a direct positive impact quantitatively.
Internship site provides appropriate support for the internship experience including
(a) completion of this written agreement; (b) a schedule, expense reimbursement, a safe and secure work environment, adequate office space, and support services consistent with that afforded district school psychologists; (c) provision for continuing professional development activities; (d) release time for internship supervision; and (e) commitment to the internship as a diversified training experience.
The internship supervisor provides ongoing formative evaluation on intern
performance resulting in summative performance-based evaluation at the completion of 1200 clock hours.
A written statement is required as to how this individual’s role differs if the intern
also is employed in another capacity within your school district.
• Rider University maintains appropriate liability insurance coverage for all interns accepted by schools and/or agencies. Students are also required to purchase liability insurance through an affiliate of the National Association of School Psychologists.
The above criteria have been reviewed and accepted. Signature Title Date Signature University Supervisor Date Signature Graduate Student Date
41
Appendix I
Rider University School Psychology Program Field Supervisor Evaluation of Intern
Intern: Supervising Psychologist: Date: Directions: Ratings are based upon supervisor observation and/or reports from other school personnel or families. From the scale, choose the number which best represents the intern’s competence in that area. Competencies are arranged based upon the NASP Domains of Training and Practice.
1- Competence is not evident and further training is warranted. 2- Competence is considered below average, but with supervision and experience skill development is
expected. 3- Competence is average for level of functioning. 4- Competence is above average. 5- Competence is superior/very well developed. NA- Insufficient evidence at this time to make a rating.
2.1 DATA-BASED DECISION MAKING AND ACCOUNTABILITY Score: a. Use psychological and educational assessment and data collection strategies as part of a comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery. b. Systematically collect data and other information about individuals, groups, and environments as key components of professional school psychology practice. c. Translate assessment and data collection results into design, implementation, and accountability for empirically supported instruction, interventions, and educational and mental health services effective for particular situations, contexts, and diverse characteristics. d. Use assessment and data collection methods to evaluate response to, progress in, and outcomes for services in order to promote improvement and effectiveness. e. Access information and technology resources to enhance data collection and decision making. f. Measure and document effectiveness of their own services for children, families, and schools. Comments: 2.2 CONSULTATION AND COLLABORATION Score: a. Apply consultation methods, collaborate, and communicate effectively with others as part of a comprehensive process that permeates all aspects of service delivery. b. Consult and collaborate in planning, problem solving, and decision-making processes and to design, implement, and evaluate instruction, interventions, and educational and mental health services across particular situations, contexts, and diverse characteristics. c. Consult and collaborate at the individual, family, group, and systems levels. d. Facilitate communication and collaboration among diverse school personnel, families, community professionals, and others. e. Effectively communicate information for diverse audiences, for example, parents, teachers, other
42
school personnel, policy makers, community leaders, and/or others. f. Promote application of psychological and educational principles to enhance collaboration and achieve effectiveness in provision of services. Comments: 2.3 INTERVENTION AND INSTRUCTIONAL SUPPORT TO DEVELOP ACADEMIC SKILLS Score: a. Use assessment and data-collection methods to develop appropriate academic goals for children with diverse abilities, disabilities, backgrounds, strengths, and needs. b. Implement services to achieve academic outcomes, including classroom instructional support, literacy strategies, home–school collaboration, instructional consultation, and other evidenced-based practices. c. Use empirically supported strategies to develop and implement services at the individual, group, and systems levels and to enhance classroom, school, home, and community factors related to children’s cognitive and academic skills. d. Implement methods to promote intervention acceptability and fidelity and appropriate data-based decision making procedures, monitor responses of children to instruction and intervention, and evaluate the effectiveness of services. Comments: 2.4 INTERVENTION AND MENTAL HEALTH TO DEVELOP SOCIAL AND LIFE SKILLS Score: a. Biological, cultural, social, and situational influences on behavior and mental health and behavioral and emotional impacts on learning, achievement, and life skills. b. Human developmental processes related to social–emotional skills and mental health, including processes of typical development, as well as those related to psychopathology and behavioral issues, across diverse situations, contexts, and characteristics. c. Empirically supported strategies to promote social–emotional functioning and mental health d. Strategies in social–emotional, behavioral, and mental health services that promote children’s learning, academic, and life skills, including, for example, counseling, behavioral intervention, social skills interventions, instruction for self-monitoring, etc. e. Techniques to assess socialization, mental health, and life skills and methods for using data in decision making, planning, and progress monitoring. Comments: 2.5 SCHOOL-WIDE PRACTICES TO PROMOTE LEARNING Score: a. Design and implement empirically supported practices and policies in, for example, areas such as discipline, instructional support, staff training, school improvement activities, program evaluation, student transitions at all levels of schooling, grading, home–school partnerships, etc. b. Utilize data-based decision making and evaluation methods, problem-solving strategies, consultation, and other services for systems-level issues, initiatives, and accountability responsibilities. c. Create and maintain effective and supportive learning environments for children and others within a
43
multi tiered continuum of school-based services. d. Develop school policies, regulations, services, and accountability systems to ensure effective services for all children. Comments: 2.6 PREVENTATIVE AND RESPONSIVE SERVICES Score: a. Promote environments, contexts, and services for children that enhance learning, mental and physical well-being, and resilience through protective and adaptive factors and that prevent academic problems, bullying, violence, and other risks. b. Use assessment and data collection methods to develop appropriate goals for and to evaluate outcomes of prevention and response activities and crisis services. c. Contribute to, design, implement, and/or evaluate prevention programs that integrate home, school, and community resources and promote learning, mental health, school climate and safety, and physical well-being of all children and families. d. Contribute to, design, implement, and/or evaluate services for crisis prevention, preparation, response, and recovery at the individual, family, and systems levels and that take into account diverse needs and characteristics. e. Utilize data-based decision making methods, problem-solving strategies, consultation, collaboration, and direct and indirect services for preventive and responsive services to promote learning and mental health and for crisis services. Comments: 2.7 FAMILY-SCHOOL COLLABORATION SERVICES Score: a. Design and implement empirically supported practices and policies that facilitate family–school partnerships and interactions with community agencies to enhance academic, learning, social, and mental health outcomes for all children. b. Identify diverse cultural issues, situations, contexts, and other factors that have an impact on family– school interactions and address these factors when developing and providing services for families. c. Utilize data-based decision making and evaluation methods, problem-solving strategies, consultation, and direct and indirect services to enhance family–school-community effectiveness in addressing the needs of children. d. Design, implement, and evaluate educational, support, and other types of programs that assist parents with promoting the academic and social–behavioral success of their children and addressing issues and concerns. Comments: 2.8 DIVERSITY IN DEVELOPMENT AND LEARNING Score: a. Provide effective professional services in data-based decision making, consultation and collaboration, and direct and indirect services for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, with recognition that an understanding of and respect for diversity and in development and
44
learning is a foundation for all aspects of service delivery. b. In collaboration with others, address individual differences, strengths, backgrounds, and needs in the design, implementation, and evaluation of services in order to improve academic, learning, social, and mental health outcomes for all children in family, school, and community contexts. c. In schools and other agencies, advance social justice and recognition that cultural, experiential, linguistic, and other areas of diversity may result in different strengths and needs; promote respect for individual differences; recognize complex interactions between individuals with diverse characteristics; and implement effective methods for all children, families, and schools to succeed. d. Provide culturally competent and effective practices in all areas of school psychology service delivery and in the contexts of diverse individual, family, school, and community characteristics. Comments: 2.9 RESEARCH AND PROGRAM EVALUATION Score: a. Evaluate and synthesize a cumulative body of research and its findings as a foundation for effective service delivery. b. Provide assistance in schools and other settings for analyzing, interpreting, and using empirical foundations for effective practices at the individual, group, and/or systems levels. c. Incorporate various techniques for data collection, measurement, analysis, accountability, and use of technology resources in decision-making and in evaluation of services at the individual, group, and/ or systems levels. d. In collaboration with others, design, conduct analyses, and/or interpret research and/or program evaluation in applied settings. Comments: 2.10 LEGAL, ETHICAL AND PROFESSIONAL PRACTICE Score: a. Provide services consistent with ethical and professional standards in school psychology b. Provide services consistent with legal standards and regulations. c. Engage in effective ethical and professional decision making that reflects recognition of diverse needs and characteristics of children, families, schools, and other professionals. d. Apply professional work characteristics needed for effective practice as a school psychologist, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, and dependability. e. Utilize supervision and mentoring for effective school psychology practice. f. Engage in effective, collaborative professional relationships and interdisciplinary partnerships. g. In collaboration with other professionals (e.g., teachers, principals, library and media specialists), access, evaluate, and utilize information resources and technology in ways that enhance the quality of services for children. g. Advocate for school psychologists’ professional roles to provide effective services, ensure access to their services, and enhance the learning and mental health of all children and youth. i. Engage in career-long self-evaluation and continuing professional development. Comments:
Positive Impact on Youth, Families, and the School/Agencies they serve (5) _____ Describe and rate whether you believe the Intern has contributed to a positive Impact on youth, families, and the school/agencies they serve.
45
Supervising School Psychologist Date
46
Appendix J
Rider University School Psychology Program Professional Work Characteristics/Disposition Appraisal*
(Field Supervisor Form) Intern: ________________________ Site Supervisor: ____________ Site Location: __________________ Date: _____________________ Please rate the Intern on each item using the scale below. Comments on any particular strength or weakness and recommendations, if any, may be written at the end of the form.
Characteristic
Rating (circle one)
Initiative- initiates activities when appropriate; does not wait to be asked or told when to begin an anticipated task.
No
1
2
3
4
5
Dependability- can be counted on to follow through on a task once a commitment to it has been made; reliably completes assignments in a timely manner.
No
1
2
3
4
5
Time Management/Work Organization- organizes work and manages time effectively.
No
1
2
3
4
5
Problem-Solving/Critical Thinking- thinks critically; effectively analyzes problem situations and conceptualizes alternative approaches and solutions.
No
1
2
3
4
5
Respect for Human Diversity- respects racial, cultural, socioeconomic, religious, gender-related, sexual orientation, and other human differences; demonstrates the sensitivity and skills needed to work with diverse populations.
No
1
2
3
4
5
Oral Communication- expresses self orally in an organized and clear manner.
No
1
2
3
4
5
Written Communication- writes in an organized, clear manner. No
1
2
3
4
5
Attending/Listening Skills- attends to important communications; listens attentively.
No
1
2
3
4
5
Effective Interpersonal Relations- relates effectively to colleagues, faculty, supervisors, and clients.
No
1
2
3
4
5
Teamwork- works well with others; collaborates effectively with
Rating Scale No No opportunity to observe/don’t know 1- Significantly below average and further training is warranted. 2- Below average. 3- Average for level of functioning 4- Above average. 5- Superior/Very well developed.
6- 7- Competence is above average with minimal supervision required. 8- Competence is very well developed and independent functioning is
expected. NA- Insufficient evidence at this time to make a rating.
47
others on assignments/projects. No
1 2 3 4 5
Adaptability/Flexibility- adapts effectively to the demands of a situation; is sufficiently flexible to deal with change.
No
1
2
3
4
5
Responsiveness to Supervision/Feedback- is open to supervision/feedback and responds to such appropriately.
No
1
2
3
4
5
Self-Awareness- shows realistic awareness of personal strengths and weaknesses and impact this has on professional functioning and relationships with others.
No
1
2
3
4
5
Professional Identity/Development- appears to identify with the profession of school psychology; conducts oneself as a professional; concerned with own professional growth. Commitment to ethical practice.
No
1
2
3
4
5
Independent Functioning- functions with minimal supervision or independent, when appropriate.
No
1
2
3
4
5
Data-Based Case Conceptualization- able to use data/information to conceptualize cases and generate hypotheses and possible solutions; uses evidence to evaluate outcomes.
No
1
2
3
4
5
Systems Orientation- understands that schools, families, and organizations are systems; recognizes and effectively utilizes rules, policies, and other characteristics of systems.
No
1
2
3
4
5
Comments/Recommendations
_____________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
*Adapted from the Winthrop University School Psychology Program, with permission
48
Appendix K Intern Self-Reflection of Professional Competencies
Intern: Internship Site: ___________________________________________________________ Supervising Psychologist: Date: Directions: From the scale, choose the number which best represents your competence in that area. Competencies are arranged based upon the NASP Domains of Training and Practice. After each rating, please describe how you have attained the knowledge/skills in each domain.
1- Competence is not evident and further training is warranted. 2 -Competence is considered below average, but with supervision and experience skill development is expected.
3- Competence is average for level of functioning. 4 - Competence is above average. 5 - Competence is superior/very well developed. NA- Insufficient evidence at this time to make a rating.
2.1 DATA-BASED DECISION MAKING AND ACCOUNTABILITY Score: a. Use psychological and educational assessment and data collection strategies as part of a comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery. b. Systematically collect data and other information about individuals, groups, and environments as key components of professional school psychology practice. c. Translate assessment and data collection results into design, implementation, and accountability for empirically supported instruction, interventions, and educational and mental health services effective for particular situations, contexts, and diverse characteristics. d. Use assessment and data collection methods to evaluate response to, progress in, and outcomes for services in order to promote improvement and effectiveness. e. Access information and technology resources to enhance data collection and decision making. f. Measure and document effectiveness of their own services for children, families, and schools. Comments: 2.2 CONSULTATION AND COLLABORATION Score: a. Apply consultation methods, collaborate, and communicate effectively with others as part of a comprehensive process that permeates all aspects of service delivery. b. Consult and collaborate in planning, problem solving, and decision-making processes and to design, implement, and evaluate instruction, interventions, and educational and mental health services across particular situations, contexts, and diverse characteristics. c. Consult and collaborate at the individual, family, group, and systems levels. d. Facilitate communication and collaboration among diverse school personnel, families, community professionals, and others. e. Effectively communicate information for diverse audiences, for example, parents, teachers, other school personnel, policy makers, community leaders, and/or others. f. Promote application of psychological and educational principles to enhance collaboration and achieve effectiveness in provision of services.
49
Comments: 2.3 INTERVENTION AND INSTRUCTIONAL SUPPORT TO DEVELOP ACADEMIC SKILLS Score: a. Use assessment and data-collection methods to develop appropriate academic goals for children with diverse abilities, disabilities, backgrounds, strengths, and needs. b. Implement services to achieve academic outcomes, including classroom instructional support, literacy strategies, home–school collaboration, instructional consultation, and other evidenced-based practices. c. Use empirically supported strategies to develop and implement services at the individual, group, and systems levels and to enhance classroom, school, home, and community factors related to children’s cognitive and academic skills. d. Implement methods to promote intervention acceptability and fidelity and appropriate data-based decision making procedures, monitor responses of children to instruction and intervention, and evaluate the effectiveness of services. Comments: 2.4 INTERVENTION AND MENTAL HEALTH TO DEVELOP SOCIAL AND LIFE SKILLS Score: a. Biological, cultural, social, and situational influences on behavior and mental health and behavioral and emotional impacts on learning, achievement, and life skills. b. Human developmental processes related to social–emotional skills and mental health, including processes of typical development, as well as those related to psychopathology and behavioral issues, across diverse situations, contexts, and characteristics. c. Empirically supported strategies to promote social–emotional functioning and mental health d. Strategies in social–emotional, behavioral, and mental health services that promote children’s learning, academic, and life skills, including, for example, counseling, behavioral intervention, social skills interventions, instruction for self-monitoring, etc. e. Techniques to assess socialization, mental health, and life skills and methods for using data in decision making, planning, and progress monitoring. 2.5 SCHOOL-WIDE PRACTICES TO PROMOTE LEARNING Score: a. Design and implement empirically supported practices and policies in, for example, areas such as discipline, instructional support, staff training, school improvement activities, program evaluation, student transitions at all levels of schooling, grading, home–school partnerships, etc. b. Utilize data-based decision making and evaluation methods, problem-solving strategies, consultation, and other services for systems-level issues, initiatives, and accountability responsibilities. c. Create and maintain effective and supportive learning environments for children and others within a multi tiered continuum of school-based services. d. Develop school policies, regulations, services, and accountability systems to ensure effective services for all children. Comments:
50
2.6 PREVENTATIVE AND RESPONSIVE SERVICES Score: a. Promote environments, contexts, and services for children that enhance learning, mental and physical well-being, and resilience through protective and adaptive factors and that prevent academic problems, bullying, violence, and other risks. b. Use assessment and data collection methods to develop appropriate goals for and to evaluate outcomes of prevention and response activities and crisis services. c. Contribute to, design, implement, and/or evaluate prevention programs that integrate home, school, and community resources and promote learning, mental health, school climate and safety, and physical well-being of all children and families. d. Contribute to, design, implement, and/or evaluate services for crisis prevention, preparation, response, and recovery at the individual, family, and systems levels and that take into account diverse needs and characteristics. e. Utilize data-based decision making methods, problem-solving strategies, consultation, collaboration, and direct and indirect services for preventive and responsive services to promote learning and mental health and for crisis services. Comments: 2.7 FAMILY-SCHOOL COLLABORATION SERVICES Score: a. Design and implement empirically supported practices and policies that facilitate family–school partnerships and interactions with community agencies to enhance academic, learning, social, and mental health outcomes for all children. b. Identify diverse cultural issues, situations, contexts, and other factors that have an impact on family– school interactions and address these factors when developing and providing services for families. c. Utilize data-based decision making and evaluation methods, problem-solving strategies, consultation, and direct and indirect services to enhance family–school-community effectiveness in addressing the needs of children. d. Design, implement, and evaluate educational, support, and other types of programs that assist parents with promoting the academic and social–behavioral success of their children and addressing issues and concerns. Comments: 2.8 DIVERSITY IN DEVELOPMENT AND LEARNING Score: a. Provide effective professional services in data-based decision making, consultation and collaboration, and direct and indirect services for individuals, families, and schools with diverse characteristics, cultures, and backgrounds, with recognition that an understanding of and respect for diversity and in development and learning is a foundation for all aspects of service delivery. b. In collaboration with others, address individual differences, strengths, backgrounds, and needs in the design, implementation, and evaluation of services in order to improve academic, learning, social, and mental health outcomes for all children in family, school, and community contexts. c. In schools and other agencies, advance social justice and recognition that cultural, experiential, linguistic, and other areas of diversity may result in different strengths and needs; promote respect for individual differences; recognize complex interactions between individuals with diverse characteristics; and implement effective methods for all children, families, and schools to succeed. d. Provide culturally competent and effective practices in all areas of school psychology service delivery and in the contexts of diverse individual, family, school, and community characteristics.
51
Comments: 2.9 RESEARCH AND PROGRAM EVALUATION Score: a. Evaluate and synthesize a cumulative body of research and its findings as a foundation for effective service delivery. b. Provide assistance in schools and other settings for analyzing, interpreting, and using empirical foundations for effective practices at the individual, group, and/or systems levels. c. Incorporate various techniques for data collection, measurement, analysis, accountability, and use of technology resources in decision-making and in evaluation of services at the individual, group, and/ or systems levels. d. In collaboration with others, design, conduct analyses, and/or interpret research and/or program evaluation in applied settings. Comments: 2.10 LEGAL, ETHICAL AND PROFESSIONAL PRACTICE Score: a. Provide services consistent with ethical and professional standards in school psychology b. Provide services consistent with legal standards and regulations. c. Engage in effective ethical and professional decision making that reflects recognition of diverse needs and characteristics of children, families, schools, and other professionals. d. Apply professional work characteristics needed for effective practice as a school psychologist, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, and dependability. e. Utilize supervision and mentoring for effective school psychology practice. f. Engage in effective, collaborative professional relationships and interdisciplinary partnerships. g. In collaboration with other professionals (e.g., teachers, principals, library and media specialists), access, evaluate, and utilize information resources and technology in ways that enhance the quality of services for children. g. Advocate for school psychologists’ professional roles to provide effective services, ensure access to their services, and enhance the learning and mental health of all children and youth. i. Engage in career-long self-evaluation and continuing professional development. Comments:
52
Appendix L
Rider University School Psychology Program Faculty Appraisal of Student’s Professional Work
Characteristics/Disposition* (Year-End Form)
Student: ________________________ Year in Program: 1st 2nd 3rd Date: _____________________
Characteristic
Rating (circle one)
Initiative- initiates activities when appropriate; does not wait to be asked or told when to begin an anticipated task.
No
1
2
3
4
5
Dependability- can be counted on to follow through on a task once a commitment to it has been made; reliably completes assignments in a timely manner.
No
1
2
3
4
5
Time Management/Work Organization- organizes work and manages time effectively.
No
1
2
3
4
5
Problem-Solving/Critical Thinking- thinks critically; effectively analyzes problem situations and conceptualizes alternative approaches and solutions.
No
1
2
3
4
5
Respect for Human Diversity- respects racial, cultural, socioeconomic, religious, gender-related, sexual orientation, and other human differences; demonstrates the sensitivity and skills needed to work with diverse populations.
No
1
2
3
4
5
Oral Communication- expresses self orally in an organized and clear manner.
No
1
2
3
4
5
Written Communication- writes in an organized, clear manner. No
1
2
3
4
5
Attending/Listening Skills- attends to important communications; listens attentively.
No
1
2
3
4
5
Effective Interpersonal Relations- relates effectively to colleagues, faculty, supervisors, and clients.
No
1
2
3
4
5
Teamwork- works well with others; collaborates effectively with
Rating Scale No No opportunity to observe/don’t know 1 Needs substantial improvement to be at level appropriate for year in program 2 Needs some improvement to be at level appropriate for year in program 3 Exhibits level appropriate for year in program 4 Exhibits level above average for year in program 5 Exhibits level significantly above average for year in program
53
others on assignments/projects. No
1 2 3 4 5
Adaptability/Flexibility- adapts effectively to the demands of a situation; is sufficiently flexible to deal with change.
No
1
2
3
4
5
Responsiveness to Supervision/Feedback- is open to supervision/feedback and responds to such appropriately.
No
1
2
3
4
5
Self-Awareness- shows realistic awareness of personal strengths and weaknesses and impact this has on professional functioning and relationships with others.
No
1
2
3
4
5
Professional Identity/Development- appears to identify with the profession of school psychology; conducts oneself as a professional; concerned with own professional growth. Commitment to ethical practice.
No
1
2
3
4
5
Independent Functioning- functions with minimal supervision or independent, when appropriate.
No
1
2
3
4
5
Data-Based Case Conceptualization- able to use data/information to conceptualize cases and generate hypotheses and possible solutions; uses evidence to evaluate outcomes.
No
1
2
3
4
5
Systems Orientation- understands that schools, families, and organizations are systems; recognizes and effectively utilizes rules, policies, and other characteristics of systems.
No
1
2
3
4
5
Comments/Recommendations
_____________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ *Adapted from Winthrop University School Psychology Program, with permission.
54
Appendix M
Rider University
RIDER UNIVERSITY SCHOOL PSYCHOLOGY CONFIDENTIAL EXIT SURVEY The School Psychology Program is conducting an exit survey of program completers in order to assess the extent to which we are preparing candidates to enter the profession. Please complete and return this questionnaire as soon as possible. Your responses will be compiled in summary form with other respondents. Your name and address will not be linked to your responses. In order to keep your identity separate from your responses about the School Psychology Program, please put Parts A and B in separate enclosed envelopes for return. Name: Last First Home Address: Street Apt. No. City State Zip Work Address: School or Business Name, Department Street Address City State Zip Describe the degrees you hold with year of graduation: BA(BS): year of graduation: Specialist: year of graduation: Other degrees (include university) Year
55
Indicate your primary career objective for entering the program in school psychology:
School Practitioner Mental Health Center
Institutional Setting Private Practice
Other (Specify)
RIDER UNIVERSITY SCHOOL PSYCHOLOGY EXIT SURVEY
Internship Please identify your internship setting: Agency: Date of internship completion: Primary Supervisor:
CONTINUE TO PART B
56
Domains of School Psychology Training and Practice How would you rate your training at Rider University’s School Psychology Program in the following areas? Please include both strengths and areas that need further work. Domain 1: Data based decision making and accountability. Target Adequate Unsatisfactory Comments: Domain 2: Consultation and Collaboration Target Adequate Unsatisfactory Comments:
57
Domain 3: Intervention and Instructional Support to Develop Academic Skills Target Adequate Unsatisfactory Comments: Domain 4: Intervention and Mental Health to Develop Social and Life Skills Target Adequate Unsatisfactory Comments:
58
Domain 5: School-Wide Practices to Promote Learning Target Adequate Unsatisfactory Comments: Domain 6: Preventative and Responsive Services School-Wide Practices to Promote Learning Target Adequate Unsatisfactory Comments:
59
Domain 7: Family-School Collaboration Services Preventative and Responsive Services Target Adequate Unsatisfactory Comments: Domain 8: Diversity in Development and Learning Family-School Collaboration
Services Target Adequate Unsatisfactory Comments: Domain 9: Research and program evaluation. Target Adequate Unsatisfactory Comments:
60
Domain 10: Legal, Ethical and Professional Practice Target Adequate Unsatisfactory Comments: Overall Comments: (Please include any pertinent comments you might have regarding your
training and experience in Rider’s School Psychology Program.) Continue on back if necessary.
61
Appendix N Rider University
RIDER UNIVERSITY SCHOOL PSYCHOLOGY ALUMNI SURVEY The School Psychology Program is conducting a program evaluation in order to assess the extent to which we are preparing candidates to enter the profession. Please complete and return this questionnaire as soon as possible. Your responses will be compiled in summary form with other respondents. Your name and address will not be linked to your responses. In order to keep your identity separate from your responses about the School Psychology Program, please put Parts A and B in separate enclosed envelopes for return. Name: Last First Home Address: Street Apt. No. City State Zip Work Address: School or Business Name, Department Street Address City State Zip Describe the degrees you hold with year of graduation: BA(BS): year of graduation: Specialist: year of graduation: Other degrees (include university) year Indicate your primary career objective for entering the program in school psychology:
School Practitioner Mental Health Center
Institutional Setting Private Practice Other (Specify)
62
RIDER UNIVERSITY PSYCHOLOGY ALUMNI SURVEY
Internship Please identify your internship setting: Agency: Date of internship completion: Primary Supervisor: Professional Development What is your current certification level: State: Do you hold NCSP certification: Professional Organizations Please indicate the professional organizations to which you belong and indicate offices held, if any. State organizations: Offices held: National organizations: Offices held: Presentations, Publications, and Grants Please list any presentations you have given, the place, and date, during or since your attendance at Rider: Please list any publications you have authored or co-authored, where published, and the date:
63
RIDER UNIVERSITY ALUMNI SURVEY
Please list any grant applications you have made, indicated if funded, and date of application: Employment: Beginning with your present position, list the jobs you have held since receiving your Specialist Degree and provide inclusive dates. Please include any part-time or contractual work you have done. Use extra space, if needed. Position Agency & Location Beginning & ending dates of employment 1. __________________________ 2. _________________________ 3. _________________________ 4. _________________________
CONTINUE TO PART B
64
Domains of School Psychology Training and Practice How would you rate your training at Rider University’s School Psychology Program in the following areas? Please include both strengths and areas that need further work. Domain 1: Data based decision making and accountability. Target Adequate Unsatisfactory Comments: Domain 2: Consultation and Collaboration Target Adequate Unsatisfactory Comments:
65
Domain 3: Intervention and Instructional Support to Develop Academic Skills Target Adequate Unsatisfactory Comments: Domain 4: Intervention and Mental Health to Develop Social and Life Skills Target Adequate Unsatisfactory Comments:
66
Domain 5: School-Wide Practices to Promote Learning Target Adequate Unsatisfactory Comments: Domain 6: Preventative and Responsive Services Target Adequate Unsatisfactory Comments:
67
Domain 7: Family-School Collaboration Services Target Adequate Unsatisfactory Comments: Domain 8: Diversity in Development and Learning Target Adequate Unsatisfactory Comments:
68
Domain 9: Research and program evaluation. Target Adequate Unsatisfactory Comments: Domain 10: Legal, Ethical and Professional Practice Target Adequate Unsatisfactory Comments: Overall Comments: (Please include any pertinent comments you might have regarding your
training and experience in Rider’s School Psychology Program.) Continue on back if necessary.
69
Appendix O Rider University Graduate Association for School Psychology
Constitution
The name of this organization shall be Rider University Graduate Association for School Psychology (hereinafter referred to as RUGASP). This Rider University organization recognizes its allegiance to both the National Association of School Psychologists (NASP) and the American Psychologist Association – Division 16.
Preamble
The purpose and aims of this group is to unite the school psychology graduate students, to form relationships with future colleagues in a professional manner, to provide a source of information within the profession and program (i.e. current legislation, state mandates), to form a cohesive group to facilitate learning, to provide future direction for the program, to discuss professional ethical issues, to help provide internship opportunities, to discuss shared concerns across multiple topics, to promote school psychology as a profession (i.e. webpage, advertisements, career days at local universities and colleges), to increase the visibility on the Rider University campus, to communicate ideas/concerns to divisional faculty (institute means to affect changes within the department), to sponsor speakers and academic training seminars, and to provide networking opportunities of school psychology professional within the community.
Article 1: Name of the Group The name of this group is Rider University Graduate Association for School Psychology (RUGASP).
Article 2: Membership The membership of this group is for all admitted into the Educational Specialist (Ed.S) School Psychology program. The graduate student must be enrolled in the School Psychology Program at Rider University. Once the student has graduated, their active membership shall cease. The member must attend at least 3 meetings a semester to be considered an active member.
An associate membership is open to all Rider University students (graduate/undergraduate) with an interest in school psychology. These members may not hold office, vote for officers or vote for any expenditure of funds. They may also not schedule services or functions on the behalf of the organization.
Article 3 and 4: Officers The Executive Committee (EC) shall be comprised of the following officers: President, Vice President, Treasurer, and Secretary. All executive committee officers are expected to regularly attend all RUGASP meetings and events, be visible and available to the general RUGASP membership, and carry out their assigned specific duties as outlined in this constitution. The President shall have the power to establish and maintain operation procedures of the organization in accordance with this constitution, call meetings, assume responsibility for preparing the RUGAPS’s meeting agendas and facilitates meetings and events. The president shall be able to vote in all decisions affecting the organization. Additionally the President shall:
• Facilitate the development of annual goals for the organization and ensure, along with the treasurer that budgetary priorities reflect those objectives
• Uphold provisions of the constitution • Serve as the general spokesperson • Facilitate planning and implementation of all elections and voting procedures • Assume primary responsibility for maintaining and updating the RUGASP webpage • Prepare and distribute RUGASP advertisements • Communicate effectively with the faculty in the department, • Coordinate fundraising efforts • Assume check writing responsibility in conjunction with the treasurer
70
The Vice President shall assist the President with all administrative duties and assume those duties in the absence of the President. Additionally, the Vice President shall:
• Plan and coordinate guest speakers in conjunction with faculty input • Assess the satisfaction of RUGASP members • Co-coordinate fundraising efforts • Communicate effectively with the faculty in the department
The Secretary shall keep accurate and detailed records of membership attendance, meetings, and events. Additionally, the secretary shall:
• Prepare, distribute, and revise meeting minutes • Assist the President in advertising duties • Assist the President in maintaining the webpage • Monitor RUGASP email account and forward correspondence to the appropriate officer(s) • Regularly check the RUGASP mailbox (location to be decided) and distribute mail to the
appropriate officer(s) • Reserve an appropriate venue for monthly RUGASP meetings
The Treasurer shall receive and distribute RUGASP funds upon the authorization of the President, in accordance with the financial rules and regulations of Rider University. Additionally, the treasurer shall:
• Maintain an annual budget • Maintain accurate and detailed financial records of RUGASP expenditures and revenue • Review monthly financial bank statements • Balance financial records each month to ensure the RUGASP account maintains good
standing account • Assume responsibility for making payments and reimbursements for all RUGASP business • Assume check writing responsibility in conjunction with the President • Assist with fundraising efforts
Article 5: Meetings
General membership meeting should be held bi-monthly, with additional meetings called upon by the President as deemed necessary. All active members will be notified of any additional meetings and cancellations. Location of the meetings will be held in Memorial Hall, based upon room availability. It shall be stated as part of the policy of RUGASP at Rider University that there shall be no form or type of discrimination in RUGASP, whether it is due to race, color, religion, sexual orientation, national origin, ancestry, disability, or veteran’s status.
Article 6: Amendments
Article 7: Ratification
By-Laws With full membership of RUGASP comes full floor and voting privileges on any and all items of RUGASP business, including resolutions, items of legislation, bylaws, and elections.